11-12 OCTOBER 2014RECTORATE HALL, YOGYAKARTA STATE UNIVERSITY, INDONESIA

PROCEEDING

INTERNATIONAL CONFERENCEON

FUNDAMENTALS AND IMPLEMENTATION OF EDUCATION( ICFIE )

ISSN:2406-9132

GRADUATE SCHOOLYOGYAKARTA STATE UNIVERSITY INDONESIA

IN COLABORATION WITHFACULTY OF EDUCATION UNIVERSITY OF AUCKLAND

YOGYAKARTASTATE UNIVERSITY

THE UNIVERSITYOF AUCKLAND

Organized by:Doctoral Program in Educational Sciences,

Master's Program in Primary Education, andMaster's Program in Social Studies EducationGraduate School, Yogyakarta State University

Proceeding International Conference on Fundamentals and Implementation of Education (ICFIE) 2014

Publishing Institute

Yogyakarta State University

Director of Publication

Dr. Siti Irene Astuti D

Board of Reviewers

Prof. Suyata

Prof. Harri Lappaleinen

Prof. Prof. Zamroni, Ph.D.

Prof. Dr. Sodiq Azis Kuntoro, M.Ed.

Hussein Ahmad, Ph.D.

Lawrence Jun Zhang, Ph.D

Dr. Ali Unsal, M.A., Ph.D.

Dr. Dwi Siswoyo

Editors

Suhaini M. Saleh, MA.

Sudiyono, MA.

Lay Out

Rohmat Purwoko

Administrator

Pramusinta Putri Dewanti

Address

Yogyakarta State University

ISSN: 2406-9132

@ 2014 Yogyakarta State University

All right reserved. No part of this publication may be reproduced without the prior written

permission of Yogyakarta State University

All artices in the proceeding of International Conference on Fundamentals and Implementation of Education (ICFIE) 2014 are not the official opinions and standings of editors. Contents and

consequences resulted from the articles are sole responsibilities of individual writers.

i

Foreword of the Rector

On behalf of Yogyakarta State University, I would like to welcome all participants of the 1st International Conference on Fundamentals and Implementation of Education (ICFIE) 2014. We are honored to conduct this conference and to give you opportunities to join in a most pleasant and enlightening educational experience during your time in Yogyakarta.

By participating in this conference, we join a lengthy and prideful tradition of inquiry and dissemination. The conference has become a major forum for the advancement of knowledge related to the fundamentals and implementation of education.

To many presenters who have travelled from many parts of the world, I extend my gratitude for your effort and willingness to participate in this event. Throughout your effort, we feel confident in the continuing success of the conference.

The topic of the conference is a very important field in our global and changing society that becomes very complex. It is very essential to promote better future generations who have strong, honest, independent, and religious characteristics.

The papers presented in the conference are of various topics, perspectives, and methodology that stimulate debates and dialogues, so that they are resourceful for scholars and researchers who are interested in issues of implementation of education.

I hope you have an enjoyable stay at Yogyakarta State University and find the conference productive and rewarding.

Yogyakarta, 11 October 2014

Prof. Dr. Rochmat Wahab, M.Pd., M.A.

Rector of Yogyakarta State University

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Foreword of the Director This proceeding compiles all papers from the invited speakers and complementary

papers in the 1st International Conference on Fundamentals and Implementation of Education (ICFIE) 2014 held at Yogyakarta State University, Indonesia, on 11-12 October 2014.

As we all know, in this modern era, there are fast and paradoxical changes in human life. These changes bring several consequences, including those in education. To respond to the change, reviewing fundamentals of education and its implementation is a must to improve the quality of education. Bringing about two subthemes — fundamentals of education in various perspectives and practical issues in the implementation of education, this conference is designed as an effort to provide opportunities for participants to review fundamentals of education in various perspectives, provide recommendation in strategic policy of education, and discuss practical issues in the implementation of education.

This year, we invite eight speakers who are experts in the field of education. and received many additional papers, thirty of which are selected to be presented in the parallel sessions. We would like to convey our highest appreciation to our keynote speaker, Prof. Dr. Ahmad Syafii Maarif. Also, we would like to extend our sincere gratitude to the plenary session speakers — Prof. Harri Lappalainen (Turku University of Applied Science, Finland), Prof. Lawrence Zhang (The University of Auckland, New Zealand), Dato‟ Dr. Hussin bin Haji Ahmad (University of Malaya, Malaysia), Mark Heyward, Ph.D. (USAID Priorities), Prof. Suyata, Ph.D. (Yogyakarta State University, Indonesia), Dr. Ali Unsal (Pasiad Foundation, Turkey), and Sopantini, Ph.D. (Education Practitioner) — as well as to presenters of the parallel sessions. They contributed much to the success of the conference, which is also indebted to the participants and officials who support this conference for their will, commitment, and collegiality in sharing their experiences and thoughts in this event.

Finally, we do hope this proceeding will give deeper insights about education.

Yogyakarta, 12 October 2014

Dr. Siti Irene Astuti Dwiningrum

Director of Publication

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Table of Contents

FOREWORD OF THE RECTOR i

FOREWORD OF THE CHAIRPERSON ii

TABLE OF CONTENTS Iii

INVITED SPEAKERS

1. Education, Freedom, and Social Harmony Ahmad Syafii Maarif

1

2. Pasiad Partner Schools‟ Education System Ali Ünsal

3

3. Global and Local Issues in Education: What Finland Can Offer to Asian Countries? Harri Lappalainen

10

4. Policy and Political Perspectives in Education Hussein Ahmad

12

5. Fundamental Considerations in Educating Academic English Language Learners (Aells): Challenges and Promises Lawrence Jun Zhang

20

6. Policy, Politics and Pendidikan: Teacher Deployment in Indonesia

A Study of the distribution of Primary and Junior-Secondary Teachers in 23 Indonesian Districts Mark Heyward, Aos Santosa Hadiwijaya

64

7. The Influence of Politics and Societal Culture to School and Classroom Reform Sopantini (Heyward)

64

8. Sociocultural Perspective in Education Suyata

75

PARALEL SESSION SPEAKERS

1. The Effective of The Principal‟s and Supervisor‟s Work on the Motivation of Teachers of SD in UPTD Sub District Temanggung Agus Widi Sucahyo

81

2. Fundamental School Reform through Lesson Study for Learning Community (LSLC): A Study of Collaborative Learning in Indonesia and Japan Ali Mustadi

87

3. Funding Policies on Education Reform in Indonesia Bambang Ismanto

96

4. Urgency of the National Education Philosophy in Rebuilding the National Identity Dwi Siswoyo

104

5. Reduction Scheme Fractions of Students in Grade IV SD N 02 Pulutan Erna Ayu Rohkhayani, Kriswandani, Inawati Budiono

112

6. The Improvement of Cultural Capital as the Indicator of the Success of Education F. Widya Kiswara

117

7. Development Gymnastics Prevent Senile Up Brain's Game to Improve Health Elderly Ida Untari, Siti Sarifah

122

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8. Local Government Bureaucracy and Implementation of Total Quality Management in Free Education Services in South Sulawesi Province Jamaluddin Ahmad

127

9. The Influence of Problem Based Learning to Students‟ Cognitive Style Dynamic on Acid-Base Solution Concept in Senior High School Johnsen Harta, M. Rusdi, Syamsurizal

133

10. Child-Friendly School (CFS) in SD Negeri Gebugan 01 Bergas Subdistrict Semarang Regency Jumriyah

139

11. Decentralization and Quality Schools: Local Political Dynamics Kartono

146

12. Character Education and the Appreciation of Nation‟s History (the Abandoned Education Dialetics) Khirjan Nahdi

151

13. The Urgency of Political Education for University Students Maya Mustika Kartika Sari

155

14. Student-Centered Learning: Self-Regulated Learning Muhammad Nur Wangid

161

15. The Role of KKG in Improving Teachers Profesionalism in Bima Lukar Clulter Kejajar District Nurul Ngaeni

166

16. Building Gender Skills of Teacher Candidates for Gender Perspective Education Oksiana Jatiningsih

170

17. Early Childhood Education Based on Multiple Literacy Principles for Developing Character of the Children at Gunungkidul, Yogyakarta, Indonesia Puji Yanti Fauziah, Lusy Nurhayati

178

18. Mentoring towards Implementation of Continuing Professional Development (CPD) through Reflective Teaching among High School Teachers in Yogyakarta Reni Herawati

181

19. Fundamental Principle of Learning English Santi Chairani Djonhar

186

20. Schools in Education and Media Hegemony in The Perspective of Multicultural Education Siti Irene Astuti Dwiningrum

191

21. Internalization of Pancasila Character Education through the Development of a Grand Design in Early Childhood Siti Supeni

197

22. Professional Development of Elementary School Teachers as Agent of Learning through „Personnel Training and Development Model and Its Determinants for Success‟ Slameto

202

23. Character Education Based on the Reinforcement of Social Capital on Islamic Universities Sri sumarni

209

24. Improving Learning Materials Based on Local Culture to Strengthen the Character of the Students of Elementary School Sri Utaminingsih, Imaniar Purbasari, Nur Fajrie

214

25. Improving the Quality of Primary Education (Social Capital and Leadership of Primary School Principal Perspective) Suharjo

217

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26. Parents Involvement In Developing Children‟s Creativity Suparmi

221

27. School Culture Based Humanistic Education at Elementary School “Tumbuh” 1 Yogyakarta Suswanto

227

28. Academic Supervision Model of Individualized Professional Development (IPD) Improve Teacher Professional Commitment Tri Astuti Rahayu, Tri Sulistyowati, Titis Setyarini, Titin Nafiah, Robani

233

29. The Description of 1st- 3rd Grader Students‟ Thinking Logic in Solving Problems of One Variable Linear Equation Tri Nova Hasti Yunianta, Lara Fitrianagalih Pratiwi, Nuraeni Fitrie Utami, Rachmat Budiyono

237

30. Supervision of Classroom Visits in Improving Performance Science Teachers of State Junior High School 1 Bandungan Tri widodo, Bambang Ismanto, Arief Sadjito

243

31. Religion as Practice: The Making of an Alms (Zakat) Foundation Wahyudi Irwan Yusuf

247

32. Storytelling Improving the Interests of Reading Class V Walminto Slamet Hidayat, Kabul

253

33. Main Characters in Culture Development in Elementary Schools Y. Ch. Nany sutarini, Ariefa Efianingrum

257

34. Growing Up Entrepreunership at School Zamroni

262

35. Model Character Development Through Integrated Education System Insantama Bogor Agus Retnanto

265

36. The Implementation of a National Character Education at SDN Bergaskidul 03 Kec. Bergas Kabupaten Semarang Ayu Purwantini, Bambang Suteng Sulasmono

266

37. Increasing Trainees‟ Motivation Through PMD Activities (Physical, Mental and Discipline) in Vocational Training Institution Cahyani Windarto, Sukiyo

267

38. Creating a Quality Learning through School Financial Management School Dwi Ampriyati

268

39. Literacy Education for Quality Life Ella Wulandari

269

40. The Principal Strategy In Improving Teacher Performance (Case Study of SMA Bina Nusantara) Semarang Indri Desiyanti

270

41. An Analysis Students‟ Writing Error in Recount Text Based on Dulay‟s Theory Irawansyah

271

42. Teachers Perspective on the Implementation of Discipline Based Art Education as a New Pedagogical Knowledge and Classroom Practices Approach Jamilah Omar, Azlin Iryani Mohd. Noor, Iberahim Hassan

272

43. The Enhancement Teacher Skills of Making Lesson Plan (Rpp) on the Job Training at SDN 2 Temanggung II District Temanggung in 2013/2014 (School Action Research) Kusnadi

273

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44. Education Concept of Daoed Joesoef and Nugroho Notosusanto Rhoma Dwi Aria Yuliantri, Intania Poerwaningtias

274

45. The Principal‟s Role in The Management of Human Resources in Jurangombo 2 SD State in the City Magelang Rita Wahyuningsih

275

46. Astrategy of Teacher Empowerment in The Efforts to Improve Quality Education Siti Haryati

276

47. Reinventing Learning Method in Early Childhood Education Slamet Lestari

277

48. Academic Supervision through Collegial Dialogue in the Teaching Science SMP Negeri 41 Semarang Sukimin

278

49. Headmaster‟s Role in Building Character and School Culture Sunarni

279

50. Evaluation of the Implementation of a New Educational Paradigm Post-Reformation in Primary Schools in Salatiga Wasitohadi

280

STUDENT-CENTERED LEARNING: SELF-REGULATED LEARNING

Muhammad Nur Wangid Educational Psychology and Guidance, Educational Sciences Faculty, Yogyakarta State University

e-mail : m_nurwangid@uny.ac.id; nurwangid2003@yahoo.com

Abstract

Since mid the year 2013 in Indonesia enacted curriculum 2013, which seeks to change the habit patterns of teachers teaching and students learning. Government or other agencies typically try to help solve the various

barriers faced by teachers when the teachers faced various changes to the duties and responsibilities. Various training, workshops, mentoring, and so on are provided for teachers in order they are able to implement the curriculum 2013. But not so with the students, there is no training or workshops are held to deal with changes in the curriculum. Like or not they have to follow the curriculum changes that occur. Study habits at school that has

done so far turned out to be changed. This is because students’s study habits it is no longer compatible with the new curriculum. Students should not be passive, they should be active and dynamic, students must arrange their own activities to compensate for changes in teachers' teaching activities. Therefore, students need to learn how

to learn, which is done in self-regulated learning abilities.

Keywords: student-centered learning, self-regulated learning

Introduction

Since the year 2013 in Indonesia enacted curriculum Curriculum 2013, which seeks to change the habit patterns of teachers teaching and students

learning. Previously, students' learning approach is informed about the material to be memorized [students were told]. then turned into a learning

approach based on observations, questions, collecting data, reasoning, and presentation of the results through the use of a variety of learning

resources [students find out]. These changes require teachers to change the view and treatment of teachers to students. Changes in the outlook lies mainly in view of the students are passive towards

active learning in individuals, from the view of the student as the object turns into a student as a subject of study, from the view of the students who

received the knowledge turns into a self-governing learning needs. In other words, these changes actually change the mindset of teachers in

interacting with the student as a learner. Teachers can no longer teach blindly, because teachers must be to make students to learn.

This change is a very big change in the duties of a teacher. In addition to the need to change the mindset that has lasted a long time, teachers also

must be able to demonstrate a change in behavior in teaching. Paradigm shift in the learning process which previously teachers-centered turned into a

student-centered learning is expected to encourage students to be actively involved in building the knowledge, attitudes and behavior. Through the

learning process with the active involvement of students means teachers do not take the child's right to learn in the real sense. In student-centered learning process, the students gain the opportunity

and facilities to build their own knowledge so that they will gain a deep understanding, and can ultimately increase the quality of students.

Innovative learning with student-centered learning approaches have diverse learning model

which requires the active participation of students

These methods are: (a). Information Sharing by: brainstorming, cooperative, collaborative, group discussion (focus group), panel discussions,

symposia, and seminars; (b). Learning from experience (Experience Based) by means of simulation, role playing, games, and a group

meeting; (c). Learning through problem solving by way of: case studies, tutorials, and workshops (Williamson, 2008; 21-32). Learning student-

centered learning is now considered to be in accordance with the external conditions present a challenge for students to be able to take decisions effectively to the problems faced. Through the

application of student-centered learning students must participate actively, constantly challenged to have the critical power, able to analyze and can

solve his own problems. The challenge for teachers as student learning companion, to be able to implement student-centered learning needs to

understand about the concept, mindset, philosophy, commitment methods and learning strategies. To support teachers' competence in student-centered

learning process it is necessary to increase the knowledge, understanding, skills, and skills of teachers as fasititator in student-centered learning.

The role of teachers in student-centered learning shifted from initially becoming a teacher (teacher) become facilitators. The facilitator is the person

providing facilitation. In case this is facilitating the learning process of students. Teachers become learning partners who serves as a companion (guide

on the side) for students. Preparation to become a facilitator requires

special efforts are sustainable. In addition to the stock of knowledge, it is also necessary exercises

ongoing in order that knowledge into skills. Like the person making the cake, is not enough just to gather ingredients and reading recipes, but also

have to draw on the appropriate recipe, then cook it. Even sometimes necessary in different ways, and

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the addition of materials with appropriate

procedures to produce a delicious cake. Similarly be facilitators, in addition to the preparation of knowledge, exercises, also need experience.

Through experience and practice to become a facilitator will be obtained by the additional provision that the more that we will be able to find yourself the right way, effective, and efficient in

facilitating the learning process of students. All changes in the ability of teachers to

implement the curriculum in 2013 was facilitated by

the government or other institutions. In other words, even if teachers have difficulty implementing the curriculum changes they are not alone, provided

assistance to implement the curriculum in 2013. The Indonesian government has invested huge funds for the implementation of the 2013 curriculum Various

requirements for the implementation of the curriculum in 2013 sought the government, ranging from educational facilities to increase the ability of

teachers to implement the curriculum in 2013 in the form of education and training, refresher courses, workshops, mentoring, and so on has been provided

by the government. Thus, the teacher is not too long to feel the difficulties in implementing the new curriculum.

But not so with the student, no help from

anyone. Parents, teachers, and even the government does not care about the difficulties faced by students face new curriculum changes.

Study habits that have been done was not in accordance with the new curriculum. Teachers' teaching process previously only requires students

to listen and pay attention to the teacher. That is enough. If you want more, to ask the teacher, it was very good. This is learning that makes the

students passive. It was also during this justified. When the curriculum change that study habit apparently does not fit.

And what the students will be able to compensate for changes in teaching style of teachers implement the new curriculum in 2013?

Doyle (2008, xvi) stated that: “These changes will initially be difficult for many students. Most will be uncomfortable

with their new roles and responsibilities, and some will be downright hostile toward them. It is up to us, their teachers, to help them

understand these changes and teach them how to learn in this new environment. We must work with them to develop the skills

and knowledge they need to be successful in learner-centered classrooms. Our students are not prepared to do this on their own; it is

too unfamiliar and requires too many new skills that many students do not possess”.

Changes that occur in the world of school or education should not be for consumption only

teacher. Changes must be open to all, no exception to the students. This implies that students need to communicate about the changes the school. An

understanding of the changes will lead to behavioral adjustments (Hopkin, 2005:14). Similarly, changes

to the curriculum in 2013 demanding students'

understanding of the role will be and should be done facing the implementation of the new curriculum. New roles and tasks should be socialized

to the students, one of which is a way of learning in the curriculum in 2013.

Students have a very large role in the implementation of the curriculum in 2013 in the

study. Students become the center of learning both at school and at home. Therefore, students must be active and dynamic implement learning activities.

Learning should be seen as its own needs, so students must arrange their own fulfillment. This is the essence of Student-Centered Learning (SCL).

Student-Centered Learning (SCL), which emphasizes on the interests, needs and abilities of individuals, promising models that explore the

intrinsic motivation to learn to build a society that likes and is always learning. This learning model can simultaneously develop the quality of human

resources required by the community such as creativity, leadership, self-confidence, self-reliance, discipline, critical thinking, the ability to

communicate and work in teams, technical expertise, and global insight can always adapt to change and development.

Principles of Psychology SCL

Provision for teachers to be able to perform its role as fasititator one of which is to understand the principles of student-centered learning. There

are five important factors dipematikan the psychological principles of student-centered learning, namely: (a) Metacognitive and cognitive

factors that describe how students think and remember, as well as depictions of the factors involved in the process of establishing the meaning

of information and experience; (b) Affective factors that would draw how beliefs, emotions, and motivations influence the way a person accepts the

teaching situation, how many people to learn, and they do attempt to keep learning. Person's emotional state, beliefs about personal competence,

expectations of success, personal interests, and learning objectives, all of it affects how students' motivation to learn; (c) Factors which illustrates that the development of physical, intellectual, emotional,

social and genetic factors influenced deh dai unique environmental factors; (d) Personal and social factors that describe how others play a role in the

learning process and the ways people learn in groups. This principle reflects that in social interaction, people will learn from each other and

can help each other through sharing of individual perspectives; (e). Individual Differences Factors that describes how the individual's unique background

and capacity of each effect in learning. This principle helps explain why individuals learn something different, a different time, and in ways

different Here will be described the translation of each factor adopted from American Psychological Association (1997).

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Metacognitive and Cognitive Factors

Principle 1: Basic learning process.

Learning is a natural process to achieve personally meaningful goals, be active, and

internally through mediation, the search process and the formation of meaning to information and experience filtered through the unique perceptions, thoughts, and feelings of students.

Principle 2: The purpose of the learning process.

Students seeking to create meaning, knowledge representation through the quantity and

quality of available data.

Principle 3: Formation of knowledge.

Students relate new information to prior

knowledge that has been owned in ways that are unique and meaningful.

Principle 4: high-level thinking.

High-level strategy for "Berikir about thinking" - to monitor and monitor the mental processes, facilitating creativity and critical thinking.

Affective factors

Principle 5: The effect of motivation in learning.

The depth and breadth of information

processed, as well as what and how much is learned and remembered is influenced by: (a). self-awareness and self-control confidence, competence, and ability, (b). clarity of personal values, interests,

and goals, (c). personal expectations of the success and failure, (d). affection, emotions, and state of mind in general, and (e) the level of motivation to

learn.

Principle 6: Intrinsic motivation to learn.

Individuals basically curious and enjoy

learning, but thoughts and negative emotions (eg, feelings of insecurity, fear of failure, embarrassment, fear of punishment, or labeling /

stigmatization can threaten their enthusiasm.

Principle 7: Characteristics of tasks that can enhance learning motivation.

Wanted to make know sense, creativity, and higher level thinking can be stimulated through the tasks that are relevant, authentic which has a level

of difficulty and novelty for each student factors development

Principle 8: Constraints and opportunities for development.

Individual progress influenced the development phases of physical, intellectual, emotional, and social which is a unique function and

genetic factors influence of enviroment.

Personal and Social Factors

Principle 9: Social and cultural diversity.

Learning is facilitated by social interaction and communication with others through flexible settings,

diversity (age, culture, family background, etc.) and

adaptive instructional.

Principle 10: Social acceptance, self-esteem, and learning.

Learning and self-esteem is very relevant when individuals are valued and caring relationships with one another so that they are able to determine the potential, appreciate the unique talents

sincerely, and they accept each other as individuals can receive.

Factors Individual Differences

Principle 11: Individual differences in learning.

Although prinsisp basic principles of learning, motivation, and instruction affection effect on all

students (including ethnicity, race, gender, physical ability, religion, and social status), siava have different abilities and preferences in the model and

learning strategies. These differences is the influence of the environment (what is learned and communicated in culture and different social

groups) and descent (what appears as a genetic function).

Principle 12: Filter cognitive.

Personal beliefs, thoughts, and understanding comes from learning and interpretation previously, this can be the basis of the individual in shaping reality and interpretation of life experience

Based on these principles then it seems clear that students should improve in the way of learning. The absence of the ability to adjust to the demands

of the learning makes students tend to have problems in the following learning activities. This condition can not be overlooked or underestimated

only just. Obstacles in learning activities will impact specifically and clearly visible in the performance of students in the form of learning achievement, or

student exhibit behaviors that interfere with a classmate or learning in the classroom. In general, the impact of learning disabilities will be seen that

the education of students in the school becomes ineffective.

Considering the impact of learning disabilities

on students, it is the necessary thought and effort to anticipate or cope when these conditions occur. In particular, efforts to empower the student can be equip students with various learning abilities so that

they will be able to set or regulate their own learning needs.

Self-Regulated Learning

To initiate discussion of self-regulated learning that begins with understanding what self-regulated learning. Zimmerman (2002) describes:

“Self-regulation is not a mental ability or an

academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skill. Learning is viewed as activity that

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students do for them selves in rpoactive

ways rather than as covert event that happens to them in reaction to teaching. Self-regulation refers to self-generated

thought, feeling, and behavior that are oriented attaining goals”.

From the definition above it is understood that

the self-regulated learning is learning that occurs at the initiative of the students who have the ability to

evoke so can affect their thoughts, feelings, and behavior strategies aimed at achieving the goal. Therefore, the problem becomes very important

initiative students the ability to start this. Students who are active, creative, dynamic usually will have a lot of initiative to do the activities, it can be expected that students who have the ability to self-

regulated learning is likely to demonstrate the behavior of a dynamic and active. Because it is so that if he (the student) has a goal to be achieved,

then the thoughts, feelings, strategies, and directed his behavior and sought to obtain that goal. Similarly, in the study, a student who already know

the purpose of learning activities will direct all the thoughts, feelings, implementation strategies, and behavior for the purpose mendapatklan which he

discharged. So, how effective learning if a student has the skills of self-regulated learning. Thoughts, feelings, and behavior strategies have focused on a

learning objective of capital most crucial for the students' learning process.

What is proposed by Zimmerman basically

emphasizes the ability to use strategies that direct the behavior to obtain information or purpose. Also, their awareness of the effectiveness of learning

strategies, namely awareness of the relationship between the process of setting and learning outcomes, as well as the use of strategies to achieve academic goals. And, students'

independence marked with the student's efforts to initiate and organize themselves proactively involved in setting and time setting, the spirit, vigilance, and

a willingness to try. Thus, the notion of self-regulated learning and

understanding in line with the principles of student-

centered learning. These similarities include cognitive and metacognitive factors, and motivational and affective factors. In other words,

the development of cognitive, affective, and psychomotor learning is a key aspect in activity to manage their own learning activities.

Learner-centered psychological principles provide a framework for developing and incorporating the components of new designs for

schooling. These principles emphasize the active and reflective nature of learning and learners. From this perspective, educational practice will be most likely to improve when the educational system is

redesigned with the primary focus on the learner. Psychologists, in collaboration with educators, can help decide how best to apply sound psychological

principles in the redesign of Indonesia's schools. A new and exciting vision of schooling, and psychology's role in this vision, can then emerge.

Based on common understanding the above,

the principle of self-regulation consists of three components, namely: 1) Self-Regulation of Cognition.

Cognitive abilities in the form of activities and the ability to monitor and use learning strategies and recall. Activities included analyzing tasks, establish learning objectives,

define learning strategies, monitor and adjust the learning strategies. So for students who have a positive cognitive strategies to process

the material will demonstrate in-depth lessons, repetition (rehearsal), expanding (elaboration), and organizing lesson materials properly.

While the students were negative strategy will act recklessly in understanding the material, or in other words the process of lessons in

shallow (shallow processing), just do the memorizing.

2) Self-Regulation of Motivation and Emotion

Monitoring and modification of the conditions of motivation and emotional reactions that support the business and learning. Students

who have a positive strategy will demonstrate mastery goals, monitor the "self-talk", supplemented realistically, was able to learn, whereas a negative strategy is only temporary

goal (value), is pessimistic, was feel not able to do something (self-handicapping), learning with hopelessness, listlessness, lackluster, and

so on.

3) Self-Regulation of Behavior.

Monitor, develop and allocate resources, including time, labor, and materials to maximize comfort and efficiency of learning.

Positive so that they will realize the need for strategy planning time, manage the orderly use of time, work in place and pay attention to

rest, food, and relaxation. While the strategy was not negative time organizing, coercing in studying (cramming), do not pay attention to

rest, do not pay attention to a matter of eating.

Teaches students Self-Regulated Learning

Self-Regulated Learning (SRL) can be taught in

several ways that can be taken: 1) SRL can be taught directly (explicit instruction),

a direct reflection and metacognitive discussion.

2) SRL can be enhanced indirectly through modeling and through activities that require reflective analysis of the study.

3) SRL can be improved by estimating, mapping and discuss evidence of growth in private (personal).

Then, to apply SRL there are several phases that must be considered. There are three main phases in the Self-Regulated Learning (SRL) Cycle is

conceptualized in the following image below (http://vcs2.ccc.cccd.edu/edu120 ) :

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There are three main phases in the application of the proceeds circle SRL along with critical reflection

center:

1) Phase 1 planning.

Planning phase of SRL sets the stage for learning.

During this phase the students do:

a. Analyzing the learning task. b. Setting goals (making sure that the learning

objectives have been clearly understood). c. Planning for learning strategies (consider a

variation on how to approach the task of learning)

So students should be familiarized to ask about: a. What is the purpose of the task?

b. What other strategies are effective with this type of task is it?

2) Phase 2 monitoring.

During the monitoring phase, the students have to implement a plan of the first phase, while monitoring the progress of learning is done should

also be considered to achieve the goal. Therefore, students harsu helped to answer these questions:

a. Is the planned strategy has been used?

b. Do not slip back again hello to old habits? c. Is attention focused? d. Is defined strategy goes well or need

adjustment?

3) Phase 3 evaluation.

During the evaluation phase, the students helped to determine the degree of goodness of the chosen

strategy, through an understanding of:

a. The use of appropriate strategies have been / should be?

b. How is the strategy that has been running? c. Is the strategy appropriate to the type of learning

task?

4) Reflection.

Reflection is not a separate step four with circle SRL, but the reflection is done during the process cycle SRL. Ertmer and Newby (1996)

states that reflection provides the connection between what students know about learning and what they are doing about learning (self-regulation). It further recommended that the

students that put reflection as a strategy or skill that runs on other strategies. Ask yourself (self-questioning) will facilitate the process of

reflection. Reading the questions above is an example of that by Ertmer and Newby (1996) referred to it as "a reflection on the

implementation of activities" (reflection-in-action).

Closing

Capabilities of students who have high self-regulated learning will be demonstrated by the ability to evoke thoughts, feelings, and behavior

strategies aimed at achieving the goal. Because, in the ability of self-regulated learning abilities, there are three main components, namely the ability to

regulate cognition, motivation and ability to regulate emotions, and the ability to regulate behavior. One attempt to instill and develop students' self-regulated learning is the direct teaching,

metacognitive direct reflection and discussion. Implementation through planning activities, then the implementation and monitoring of the

implementation plan, and evaluation of the effectiveness of implementation.

REFERENCES

Hopkin, D. “Introduction Tensions in and Prospects for School Improvement”. In The Practice and Theory Improvement, Dordrecht: Springer,

2005, pp. 1-20.

Doyle, T. “Helping Students in A Learner-Centered Environment. Virginia: Stylus Publishing. 2008.

Williamson, J.A. “Literacy in the Student Centered Classroom. Rowman & Litlefield Education: Newyork. 2008.

American Psychological Association. “Learner-Centered Psychological Principles: A Frameworks for School Reform and Redesign. 1997.

www.apa.org/ed/governance/.../learner-centered.p

Zimmerman, B.J. “ Becoming a Self-Regulated

Learner: An Overview. Theory Into Practice”. Vol 41, 2, pp. 64-70. 2002.

Ertmer, PA & Newby, TJ. “The expert learner:

stategic, self-regulates, and reflective”. Instructional Science. 24, 1-24. 1996. http://vcs2.ccc.ccd.edu/edu120

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